Akademik Veri Yönetim Sistemi
Uluslararası İnovatif Eğitim Araştırmacısı , cilt.3, sa.2, ss.248-273, 2023 (Hakemli Dergi)
The aim of this study is to determine whether social-affective characteristics emerging among students and learning
approaches they adopt in the classroom environments where the norm referenced assessment is used are affected
by the assessment type. In the study, descriptive methods was used and content analysis technique was used in
data analysis. Study group of the research consists of 83 students (57 female, and 26 males) who study in the 3rd
grade of the Department of Classroom Education of a state university in the fall semester of 2018-2019 academic
year. As a result of the research, it was determined that students mostly use strategic learning approach depending
on the application of norm referenced assessment. Additionally, it was determined that students expressed that it
negatively affects social-affective characteristics and accordingly, that they want the criterion referenced type to
be implemented in which they do not affect other students or are not affected by them. In conclusion, it can be said
that norm referenced assessment has an effect on learning approaches of students and social-affective
characteristics.